Instructional Software

Lesson Idea Name: Budget Buster Using Linear Models to Choose a School Trip
Content Area: Mathematics Algebra 1
Grade Level(s): 9th grade
Content Standard Addressed:
MGSE9-12.A.CED.2 Create linear, quadratic, and exponential equations in two or more variables to represent
relationships between quantities; graph equations on coordinate axes with labels and scales. (The phrase in
two or more variables refers to formulas like the compound interest formula, in which A = P(1 + r/n)nt has
multiple variables.)
MGSE9-12.A.REI.6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on
pairs of linear equations in two variables
Technology Standard Addressed:
Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct
knowledge, produce creative artifacts and make meaningful learning experiences for themselves and other.
3a. Students plan and employ effective research strategies to locate information and other resources for
their intellectual or creative pursuits.
3c. Students curate information from digital resources using a variety of tools and methods to create
collections of artifacts that demonstrate meaningful connections or conclusions.
3d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and
theories and pursuing answers and solutions.

Creative Communicator: Students communicate clearly and express themselves creatively for a variety of
purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
6a. Students choose the appropriate platforms and tools for meeting the desired objectives of their
creation or communication.
6c. Students communicate complex ideas clearly and effectively by creating or using a variety of digital
objects such as visualizations, models, or simulations.

Selected Technology Tool: KHANACADEMY

URL(s) to support the lesson (if applicable): https://www.khanacademy.org/math/algebra/linear-word-

problems/constructing-linear-models/v/constructing-linear-functions-2

Type of Instructional Software:

Drill and Practice Tutorial Simulation Instructional Game e-books/e-references

Features of this software (check all that apply):

Assessment Monitoring/Reporting
Allows teacher to create customized lessons for students
Multi-user or collaborative functions with others in the class
Multi-user or collaborative with others outside the class
Accessible to students beyond the school day
Accessible via mobile devices
Multiple languages
Safety, security and/or privacy features

Blooms Taxonomy Level(s):

Summer 2017_SJB
 Instructional Software
Remembering Understanding Applying Analyzing Evaluating Creating

Levels of Technology Integration (LoTi Level):

Level 1: Awareness Level 2: Exploration Level 3: Infusion Level 4: Integration
Level 5: Expansion Level 6: Refinement

Lesson idea implementation:

The project will be introduced using the KHANACADEMY video. The project will take two days of block
classes (3 hours total) to complete. The students will already have an understanding of solving systems of
equations. The students will watch the first two videos on linear models (one video on fuel and one video on
pools). Once they watch the two videos, they will complete the four-question practice. If the students get
three or more questions correct, they may begin on the project. If not, they must watch the remaining videos
and complete the second set of practice questions. Once the students finish the videos, they will be assigned
groups of three students. The project is as follows:
Every year, the 9th grade class goes on a field trip at the end of the year. This year, the county may
decide to cancel the trip due to budget issues. Your task is to convince the county to continue the
tradition by choosing two destinations as finalists and making a case for which choice is better.
Students are responsible for food and purchases, so consider what costs the county would be
responsible for. In this problem, you must have two variables (a good example would be the total
cost of the trip per student and the number of days spent at the destination). Once you consider all
options and make a conclusion, your group will make a video defending your cause. The video can be
between 30 second and 2 minutes. You may use technology to create visuals such as graphs or tables
to include in your video.

Student learning will be assessed using the video that the groups submit, guided question sheets
provided by me at the introduction of the assignment, and peer rating rubrics. Students must provide a linear
model with clearly defined variables, as well as considerations such as: When will the trips cost the same
amount of money? If you spend the same number of nights in both places, which is cheaper? If one
destination is vastly more expensive, is it worth it to stay fewer nights? I would give students feedback using a
rubric. I would comment on the video as well as the logic and mathematics they used to reach their
conclusions. To differentiate learning, I would group students strategically, with lower level students paired
with peer tutors. Additionally, I would allow students to write notes to read if they had speaking parts in a
video. To conclude the lesson, we will watch and reflect on every groups videos (questions such as: What
aspects did this group consider that your group did not? Do you agree with their destination? What aspects
did they not include? What did you like about their project?) Videos would be presented at a Board of
Education meeting (if possible).
In an ideal situation, this would be a true task. If it was not, then this would be a LoTi 4. I could adapt the
project according to the school or student activity groups to push this to a level 5 LoTi. I could recruit a
member of the financial committee from the Board of Education or ask a travel agent to help the students to
push it to a level 5-6.

Summer 2017_SJB